Introduction to Models-Based Practice Online Course, An
Online CourseAn Introduction to Models-Based Practice will support teachers, coaches, and recreational leaders in advancing their knowledge of pedagogical models and the Models-Based Practice approach. This certification provides an overview of the Models-Based Practice approach, introduces some possible pedagogical models that can serve as a starting point for the implementation of the Models-Based Practice approach, and provides support for extended professional learning. Instructional strategies and scenarios are provided in order to apply the information and emphasize what is required to ensure a successful Models-Based Practice approach to physical activity programming.
Unit 1 provides an overview of Models-Based Practice and why to consider it for your instruction. Additionally, it explores the relationship between singular pedagogical models and the Models-Based Practice approach.
Units 2 through 5 introduce four pedagogical models: Teaching Personal and Social Responsibility (TPSR), Teaching Games for Understanding (TGfU), Cooperative Learning, and Sport Education. These models were chosen due to their alignment with physical education curricular outcomes in Canada and other countries. These units also provide an overview of how each model can support your practical experience and development as an educator.
Unit 2 provides an introduction to TPSR and four parts of the TPSR framework: core values, levels of responsibility, program leader responsibilities, and daily program format. The ultimate goal of the TPSR model is to help learners develop as people as they learn to be responsible for the ways they conduct themselves and treat other people.
Unit 3 provides an overview of TGfU, a learner-centred approach that uses focused questioning as a way to support deeper understanding of games and sport. TGfU breaks games down into their simplest (and developmentally appropriate) form and supports learners in understanding the concepts, tactics, and strategies of game play.
Cooperative Learning is the pedagogical model introduced in unit 4. Cooperative Learning is a learner-centred approach that supports the gradual release of responsibility from the educator to the learners. Educators act as facilitators; they support strategies for working together through face-to-face interaction to complete tasks or challenges and reach group goals.
Finally, unit 5 introduces Sport Education. Sport Education is a learner-centred approach in which the educator assumes the role of facilitator and learners are assigned roles such as player, coach, referee, timekeeper, or statistician. This model uses a combination of direct instruction, cooperative small-group work, and peer teaching.
In all units, key strategies will be shared that will support further professional learning and future implementation of various pedagogical models as part of a Models-Based Practice approach. This course provides an opportunity to review and apply learning by answering questions, solving tasks, and completing interactive activities. Upon finishing the course components, a certificate of completion is provided.
AudienceTeachers (in-service and preservice), coaches, and recreational leaders interested in advancing their knowledge of pedagogical models to support quality physical activity programing.
Table of ContentsIntroduction
Unit 1. An Overview of Models-Based Practice
Unit 2. Teaching Personal and Social Responsibility
Unit 3. Teaching Games for Understanding
Unit 4. Cooperative Learning
Unit 5. Sport Education
Conclusion and Resources